Student Phases
While at Elements Wilderness Program, students move through a phase system designed to reflect a student's level of investment and insight into their personal growth. Each phase supports increasing self-confidence and accountability. The phases encourage movement from dependence and confusion towards confidence and clarity. The phase structure provides motivation. As students move through the phases, they earn privileges as well as take on more responsibility. The following is a brief description of each of the phases.
- Acclimation
- Exploration
- Discovery
- Mastery
- Mentor
Acclimation - observation, preparation, letting-go
When students arrive at Elements they are given adequate time to adjust to the unfamiliar surroundings. This phase is designed to promote trust and prepare students to participate at a minimal level in the community. During this phase, the student spends time independent from the social distractions of the group and has time to begin to let go of the confusion from home and connect with the pace of living in the wilderness. Students are assigned a peer mentor and a staff mentor who support the new student in their physical and emotional acclimation. The new student is given reading and writing assignments that promote reflection on the past and help the student understand the process of change.Exploration - awareness, self-sufficiency, trust
The purpose of the exploration phase is to promote initial awareness and foster therapeutic skills that will be a foundation for ongoing success. During this phase students receive an intervention letter from their parents. The community becomes a setting to improve consciousness and a setting to practice basic communication and relationship skills. The student learns to rely on the group for emotional and physical support. The student gains self confidence as he/she struggles to master living in the wilderness. During this phase the therapist, student, and family work together to develop an individualized treatment plan.Discovery - initiative, accountability, clarity
The intention of discovery phase is to help students move from simple awareness and compliance towards deeper accountability and initiative. Students use their new skills to understand the impact their actions have had on themselves and family members. Assignments are designed to promote a deeper understanding of some of the underlying motives for past behavior and help students move towards finding healthier ways of coping. The student continues to gain confidence as he/she becomes proficient at living outdoors and becomes less dependent on others to provide external motivation.
Mastery - competence, commitment, cooperation
When students reach Mastery they have progressed from being superficially motivated and are now more active and invested to participate in their therapy. Students take a step beyond accountability and are now working in partnership with his/her peers, staff, therapist and family to complete treatment goals. At this phase students have devised a method for change and are actively modifying their habits and environment. They have gained the confidence and self-esteem from mastering the art of living outdoors. Students have also begun the process of re-evaluating their self image and begin to have a healthier understanding of their individuality. During this phase students begin to take on a leadership role in the group and actively mentor new students in the group.Mentor - service, leadership, maintenance
Those students who reach Mentor status are at a stage in their progress in which they are able to use their skills and motivation for the betterment of the group. These students have had success implementing strategies for changes and have met the majority of the challenges of the program. They actively lead the community in the day to day activities and teach and mentor all of the students in the group. Not all students reach this phase as it requires a deeper sense of self-reflection, honesty, and persistence.